scaling and accelerating opportunity culture in guilford

Scaling and Accelerating Opportunity Culture in Guilford County Schools

Table of Contents

Introduction Page 1

Section 1. Plan Design and Program Structure

Section 2. Advanced Teaching Roles and Qualifications Page 11

Section 3: Job Responsibilities of Advanced Teaching Roles Page 12

Sections 4 and 5: Communications Strategy Page 14

Section 6: Process for Voluntary Relinquishment Page 17

Section 7: Salary Supplements Page 17

Section 8: Implementation Plan Page 18

Section 9: Financial Sustainability Page 22

Section 10: Measurable Objectives Page 24

Section 11: Engagement Page 26

Section 12: Data to Support Needs Statement Page 27

Section 13: Communications to Other Districts Page 27

Section 14: Evaluation Page 29

Attachment A: Budget 1 / Attachment A

Allowable Support Materials 1/ Support Materials

Submitted by Guilford County Schools

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Scaling and Accelerating Opportunity Culture in Guilford County Schools

Since the 2016-17 school year, Guilford County Schools has partnered with Public

Impact to create an Opportunity Culture (OC), an innovative school model that aims to reach all

students with excellent teachers and transform the teaching profession into a high-paying, high-

impact career. Identified as a turnaround strategy for our lowest-performing schools, the

Opportunity Culture career and compensation model helps attract and retain excellent teachers

and extend their reach to more students.

This intervention is much needed in Guilford County Schools (GCS), where 36 of the

district’s 125 schools are designated low-performing. These schools serve approximately 18,869

students, or 25.81% of the total student population. Of these students, 82.30% are students of

color and 77.51% receive free or reduced-price meals. The GCS students who have the greatest

need of additional support are too often missing out on equitable access to excellent teachers

who could spur their success, an issue confronting districts across the state and nation. Research

clearly shows that excellent teaching is the single most important school-based factor

contributing to student success (Hanushek and Rivkin, 2010; Chetty et al., 2011). In fact, having

such teachers consistently would enable low-income students and students of color to close

achievement gaps with their more well off and white peers within three to four years (Gordon et

al., 2006). Yet, recent research also shows that higher-need students are much less likely to have

access to these life-changing teachers (Goldhaber et al., 2018).

Guilford County Schools is working to ensure that all students in the district have access

to excellent teachers. The district has focused initial implementation of Opportunity Culture in

our lowest-performing schools. This strategy placed advanced teaching roles in Title I schools

that needed them most urgently. Fourteen of our high-needs schools implement Opportunity


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Culture with two advanced roles: multi-classroom leaders (MCLs), who support a team of

teachers, and expanded impact teachers (EITs), who serve a larger than average group of

students.

Early results from the 14 participating schools indicate that multi-classroom leaders and

expanded impact teachers have a positive impact on student outcomes, that the roles encourage

staff collaboration, and that the support provided strengthens teacher instructional practice. From

2018 to 2019, student math and reading proficiency composites showed schools with OC staff

making gains of up to 8.16% and 7.2%, respectively, compared with overall GCS growth of

2.5% (GCS Accountability Office, 2019). Three of these schools have already moved off the

low-performing list because of the progress they have made.

As the district seeks to scale and sustain this promising strategy, we look to lessons we

have learned to help guide this critical work. We appreciate this opportunity to request NCDPI

Advanced Teaching Roles funding to 1) scale and support Opportunity Culture in the district’s

highest needs schools; 2) assess readiness of school climates before schools begin their design

process and offer additional foundational support to those that need further preparation for OC;

and 3) develop a leadership academy to grow our own teacher leaders for future advanced roles

and certify GCS district staff to become trainers, creating long-term model sustainability.

Section 1: Plan Design and Program Structure

This is our theory of action for the program structure: If we first develop both teachers’

leadership abilities and school cultures for innovative practice, then we will accelerate the

momentum of Opportunity Culture in improving student outcomes.


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Research supporting our theory of action shows the critical links between school-

based leadership, professional development and school climate and their effect on student

achievement and success. Opportunity Culture is a proven model to create promising career

mobility for teachers without having to leave the classroom, and the MCL role builds on a team

teaching model, which teachers may view as a benefit that encourages retention and a more

positive school climate (Backes & Hansen, 2018). Multiple studies show positive school climate

promotes stronger student performance, higher graduation rates, and increased teacher retention

(Shindler, 2016).

At the same time, GCS identifies an opportunity to deepen the effectiveness of this

intervention and build the district’s capacity to sustain this important work. Through earlier

identification and preparation of teachers for advanced roles and identification of schools that

can benefit from foundational school climate work before they implement OC, GCS can promote

and accelerate innovation. Undergirding this premise is a wealth of research on the impact of

high-quality professional learning opportunities. Consistently, school personnel across studies

have reported “feeling ill-equipped to respond to the enormity of problems in students’ lives”

(Blitz et al., 2016). This may come from lower levels of confidence in teachers’ own capacity to

make a change in their students’ lives (Doran, 2019). High quality professional learning can

positively impact student outcomes and influence teachers’ perceptions of self-efficacy

(Sebastian & Allensworth, 2012).

This proposal supports the GCS Strategic Plan 2022: Ignite Learning in several

important areas: Goal V: To decrease the achievement gap between black and Latino students

and their white peers; Goal VI: To increase organizational efficiency and effectiveness to better


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support student learning; Priority I: reimagine excellent schools; Priority II: eradicate gaps in

access, preparation, and achievement; and Priority V: invest in our people.

In addition, this proposal aligns with state priorities to identify funding, strategies, and

partners for comprehensive support and improvement efforts and to pilot and evaluate advanced

teaching roles strategies in more NC public schools. Specifically, this proposal aligns with the

State Board of Education Strategic Plan in the following areas: 1) Goal I: Eliminate opportunity

gaps, Objective 2: Improve school climate measures across all schools and grade levels; 2) Goal

II: Improve school and district performance, Objective 7: Increase the number of schools

meeting or exceeding growth by subgroup; and 3) Goal III: Increase educator preparedness to

meet the needs of every student, Objective 2, Increase the number of mentors available to

beginning teachers.

Technical Assistance Partners

We will accomplish this work with several technical assistance partners, described below.

Public Impact. We have relied on technical assistance from Public Impact to support

design and implementation of Opportunity Culture. Public Impact assisted with the design of

multi-classroom leader and expanded impact teacher roles, as well as with recruitment, selection,

and summer training efforts for newly hired Opportunity Culture teachers. Currently, Public

Impact supports implementing schools by providing school visits and data collection to identify

successes and challenges. Public Impact also provides coaching support and role-specific

professional development to help Opportunity Culture educators strengthen their impact.

Additionally, teacher leaders in Opportunity Culture roles receive professional development

during the summer and school year through district and Public Impact facilitated sessions. To


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increase the level of support for teacher leaders, Public Impact also provides one-on-one

coaching to a subset of multi-classroom leaders.

GCS Superintendent Sharon Contreras engaged Public Impact to implement Opportunity

Culture in Guilford County Schools, based on her previous experience implementing the model

in another district. Based in Carrboro, North Carolina, and working nationally, Public Impact is

committed to improving educational outcomes dramatically for all U.S. students, particularly

those who are not served well by today’s schools. Since excellent teachers make the greatest

difference of any school-based factor in student learning, Public Impact launched the

Opportunity Culture initiative to help teachers, schools, and districts “extend the reach” of the

nation’s excellent teachers to all students. By changing roles, schedules, and the use of funding,

Opportunity Culture models place excellent teachers in charge of all students’ learning, directly

or by leading teams. Teacher-leaders taking on these advanced roles can move along a career

path in which they earn more and have more impact, while continuing to teach. The principal

gains access to a “team of leaders,” an improvement over individually managing each teacher.

DRIVE Educational System. DRIVE is a full-service educational support network that

facilitates school transformation and improves student outcomes by helping schools create a

climate and culture that will empower lifelong learners, nurture the whole child, and strengthen

social-emotional competencies. DRIVE has worked in partnership with the Alliance for the

Study of School Climate (California State University-Los Angeles) to develop a Comprehensive

Climate Audit and School Climate Assessment Inventory (SCAI), a survey that is accredited by

the US Department of Education because of its high correlation to student achievement of other

key outcomes, such as discipline data, teacher retention and student achievement. During the

grant period, DRIVE will administer this survey to staff, students, families, and community


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stakeholders at the low-performing schools identified for the Opportunity Culture intervention.

The goal will be to assess each school’s readiness to begin OC and its cultural capacity to

maintain it. DRIVE coaches will work with schools identified as needing foundational support

work before implementing OC. DRIVE will conduct two-day walkthroughs and focus group

sessions with stakeholders and facilitate work sessions with school leadership teams to focus on

using data collected to plan strategic school culture improvements correlated to advanced

teaching roles readiness.

Leadership Academy partner (TBD). As GCS expands Opportunity Culture to more

schools, demand grows for excellent candidates to take on advanced roles. Guilford County

Schools will grow our own teacher leaders by establishing the Advanced Teaching Roles

Leadership Development Academy to prepare teachers for future Opportunity Culture roles. The

program will include professional development sessions to prepare academy participants to lead

teams of teachers in the district’s Title I schools. Sessions will focus on effective coaching and

leading a team of teachers (multi-classroom leaders) or serving a larger group of students

(expanded impact teachers). GCS will identify these teachers through interest meetings and an

application process that includes a leadership essay detailing why they want to join the academy

and data showing prior student outcomes.

The academy will train selected candidates to build relationships with teachers, lead

coaching conversations, lead data and professional learning community meetings, and to become

strategic in scheduling and time management as teacher leaders. Teachers who successfully

complete the program will be eligible to apply and interview for an Opportunity Culture role.

GCS will select a technical assistance partner that also offers training and certification for

key district staff. This is a primary strategy for sustainability of the Opportunity Culture


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advanced teaching roles and compensation model as Public Impact transitions to a lighter

technical assistance role.

New Leaders. In addition to the work outlined in this proposal, GCS is also launching in

2020 two-year advanced coaching and leadership series to support returning MCLs. This

program will be supported through district funds and is not part of this grant request; however,

we include this information here because it is a critical part of long-term sustainability of the

Opportunity Culture advanced teaching roles and compensation model.

District Capacity

GCS has hired a Director of Restart Programs, Dr. Sean McWherter, who supports

Opportunity Culture schools internally.

Through Advanced Teaching Roles grant funds, the district will add two full-time

Opportunity Culture Coordinators to build capacity for site visits and further professional

learning to the growing number of participating schools. These positions will dedicate 100% of

their time to implementing, sustaining, and supporting Opportunity Culture.

In addition to attending and participating in the school design sessions with Public Impact

and school support visits, all three of these positions will attend the coaching certification

training described above under Leadership Academy partner (TBD). This is a primary strategy

for sustainability of the Opportunity Culture advanced teaching roles and compensation model as

the technical assistance partners scale back their roles.

Schedule of Activities Overview

During the term of the three-year Advanced Teaching Roles grant, GCS will work with

partners on a series of activities in Year 1 that will repeat in Years 2 and 3 to meet the objectives


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and milestones of our project: 1) identify and select candidates for the Advanced Teaching Roles

Leadership Development Academy and 2) conduct the multi-day training sessions over the

course of the year; 3) identify a cohort of 6-7 schools each year to implement Opportunity

Culture and 4) assess readiness using the DRIVE survey; route these cohort schools based on

readiness either into the 5) Public Impact Opportunity Culture design and planning phase or into

the 6) DRIVE foundational support assessment and workshop phase; 7) train and certify key

district staff in coaching for sustainability. Please see Section 8: Implementation Plan for further

details on dates and management of activities.

Advancement Process and Criteria for Selection to Advanced Teaching Roles

The Opportunity Culture model in GCS offers two advanced teaching roles, multi-

classroom leaders and expanded impact teachers. Opportunity Culture roles in Guilford County

Schools have attracted strong and competitive pools of candidates, with schools selecting

approximately 30% of applicants. The applicant pool continues to grow, with more than 70

applications in the past year for 21 positions. Teachers are selected for these roles based on their

track record of success with students and demonstrated capability to lead adults. All candidates

are reviewed using criteria that include prior student outcomes, application, and Behavioral

Event Interview. GCS currently has 49 teachers in advanced roles across 14 Title I schools.

Guilford County Schools has created several recruitment strategies to attract excellent

teachers to multi-classroom leader and expanded impact teacher positions. The Human

Resources Office created a website for Opportunity Culture information, which includes an

overview of the selection process, the pay structure, links to Opportunity Culture schools, and

frequently asked questions with responses from the LEA. We hold recruitment fairs during

the spring of each year for all interested teachers and members of the public to share information


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about the roles offered and the hiring process. Opportunity Culture schools have booths during

the fair where principals and current teacher-leaders talk with candidates. Additionally, the

District Relations Office launched a social media campaign with videos of multi-classroom

leaders discussing their experiences in advanced roles.

Selection for the multi-classroom leader and expanded impact teacher advanced roles is

based on a set of weighted criteria, including 1) prior evidence of high-progress student

outcomes in the relevant subjects, 2) knowledge of subject matter being taught, 3) bachelor’s

degree and valid teaching certificate, 4) experience successfully leading and managing a team of

adults to accomplish goals, and 5) evidence of competencies needed to perform the role.

Weighted selection factors are years of experience, 5%; resume, 15%; data submission, 50%;

licensure, 5%; and letter of interest, 25%. Please see the Allowable Support Materials section for

further details about weighting and rationale for each of the selection criteria.

Guilford County Schools conducts Behavioral Event Interviews for candidates who pass the

initial screening to determine if a candidate has the competencies to excel in either the multi

classroom leader or expanded impact teacher advanced roles. In the early 1970s, Harvard

University Psychologist David McClelland began using the term competency to refer to the

underlying patterns of thinking, feeling, acting, or speaking that cause a person to be successful

in a job or role. McClelland subsequently developed the Behavioral Event Interview (BEI), a

highly structured interview that focuses on the characteristics of the person being interviewed

rather than on the work content. Guilford County Schools uses the BEI to assess candidates for

evidence that they exhibit a sufficient combination of the needed competencies for each

advanced role offered. The Director of Restart Programs and 14 principals are trained in the

technique. Additional principals implementing Opportunity Culture will receive training.


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Critical Competencies for Multi-Classroom Leaders

Critical Competency Definition

Achievement The drive and actions to set challenging goals and reach a high standard of performance despite barriers.

Monitoring and Directedness

The drive and actions to set clear expectations and hold others accountable for performance.

Planning Ahead A bias toward planning in order to reach goals and avoid problems.

Impact and Influence Acting with the purpose of influencing what other people think and do.

Teamwork The ability and actions needed to work with others to achieve shared goals.

Developing Others Influence with the specific intent to increase the short- and long-term effectiveness of another person.

Flexibility The ability to adapt one’s approach to the requirements of a situation and to change tactics.

Critical Competencies for Expanded Impact Teachers

Critical Competency Definition

Achievement The drive and actions to set challenging goals and reach a high standard of performance despite barriers.

Planning Ahead A bias toward planning in order to reach goals and avoid problems.

Impact and Influence Acting with the purpose of influencing what other people think and do.

Teamwork The ability and actions needed to work with others to achieve shared goals.

Developing Others Influence with the specific intent to increase the short- and long-term effectiveness of another person.


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Section 2: Advanced Teaching Roles and Qualifications

Guilford County Schools has created two types of advanced teaching roles through our

Opportunity Culture work: multi-classroom leaders and expanded impact teachers. This section

contains descriptions of each role and minimum qualifications for each position.

Advanced Teaching Roles and Qualifications by Role and Level

Advanced Teaching Role Summary Qualifications

Multi-Classroom Leader (MCL): • Leads a small teaching team and shares

instructional responsibility for all students taught by that group of students

• Continues to teach, typically part of the time • Ultimately responsible for organizing the roles,

steps, and elements of the team’s curriculum, lessons, teaching, data analysis, and improvement

• Coaches and develops the team • Earns a pay supplement

MCL III: Leads team of 6-8 teachers • Continued track record of leadership

and high-growth student learning as an MCL II (using the same qualifications)

MCL II: Leads a team of 4-5 teachers • Continued track record of leadership

and high-growth student learning as an MCL I (using the same qualifications)

MCL I: Leads team of 2-3 teachers • Established track record of leadership • Maintained excellent rating/high

growth in 2 of 3 years as teacher, team teacher, or expanded impact teacher, as calculated by the State Board of Education

Expanded Impact Teacher: • Teaches on a team led by a multi-classroom

leader, collaborating with colleagues • Teaches an increased number of students and is

accountable for their performance as the teacher of record for those students

• May use limited-quantity, age-appropriate blended learning and/or, in elementary schools, specialize by subject(s)

• Earns a pay supplement

Expanded Impact Teacher III • Reaches at least 66% more students than other teachers (more class periods in secondary school; more students in elementary) • Continued track record of high-growth student learning as an Expanded Impact Teacher I (using the same qualifications)

Expanded Impact Teacher II: • Reaches at least 50% more students than other teachers (more class periods


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in secondary school; more students in elementary) • Continued track record of high-growth student learning as an Expanded Impact Teacher I (using the same qualifications)

Expanded Impact Teacher I: • Reaches at least 33% more students than other teachers (more class periods in secondary school; more students in elementary) • Mastery of teaching skills evidenced by a track record of “proficient” or “effective” rating, at least • Uses highly advanced instructional skills, such as advanced planning and student data analysis, and/or extra differentiation • Maintains excellent rating/high growth in 2 or 3 years as a teacher as calculated by the State Board of Education

Section 3: Job Responsibilities of Advanced Teaching Roles

This section includes responsibilities for the two types of advanced roles in a tabular

overview of the job responsibilities, weighting of the responsibilities during instructional hours,

and qualitative and quantitative evaluation measures.

Multi-Classroom Leader Job Responsibilities: Alignment to RFP Approved Responsibilities, Weighting of Responsibilities, and Measures for Each Responsibility

Job Responsibility Alignment with Approved Responsibilities in the RFP

Percent of Total Contract Hours (1,544)

Percent of Total Instructional Hours (1,025)

Evaluation Measure (Qualitative or Quantitative)

1) Planning and Preparation

3iii

20% Observations and team feedback (Qualitative)


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2) Classroom Environment 3iii 5% Observations

(Qualitative)

3) Instruction 3i and 3iii 46% 70% *

Student assessment results, including EVAAS (Quantitative)

4) Develop Team Teachers 3iii 24%

Student assessment results, including EVAAS (Quantitative)

5) Professional Responsibility 3iii 5%

Feedback and Observation, Artifacts (Qualitative)

* In accordance with Session Law 2018-5 Section 7.9, the teacher-leader will be responsible for instruction in the classroom 70% of the instructional day. Of the 1,544 hours in a teacher contract year, 1,025 are instructional hours. Multi-classroom leaders will contribute to instructional activity at least 70 percent of those instructional hours, equal to 717.5 hours per year. This amounts to 46 percent of all contract hours.

Expanded Impact Teachers: Alignment to RFP Approved Responsibilities, Weighting of Responsibilities, and Measures for Each Responsibility

Job Responsibility Alignment with Approved Responsibilities in the RFP

Percent of Total Contract Hours (1,544)

Percent of Total Instructional Hours (1,025)

Evaluation Measure: Qualitative or Quantitative

1) Planning and Preparation

3i

20% Qualitative

2) Classroom Environment

3i

5% Qualitative

3) Instruction 3i

55% 83% * Quantitative

4) Manage Facilitation of Learning Activities by other Adults

3i

10% Quantitative


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5) Professional Responsibility

3i

10% Qualitative

* In accordance with Session Law 2018-5 Section 7.9, the teacher-leader will be responsible for instruction in the classroom 70% of the instructional day. Of the 1,544 hours in a teacher contract year, 1,025 are instructional hours. Expanded impact teachers will contribute to instructional activity at least 83 percent of those instructional hours, equal to 849 hours per year. This amounts to 55 percent of all contract hours.

Sections 4 and 5: Communications Strategy

The table below outlines the audiences that Guilford County Schools will communicate

with from the district level and school level. Communication strategies are included with a

description of the purpose for each, timeline for when these contacts occur and the offices or

school level staff responsible for carrying out each message. The district will gain feedback from

these various sessions through such tactics as question and answer sessions, individual

stakeholder meetings, and comments/questions shared through social media.

Advanced Teaching Roles Communications Strategy

Section 4: District-Level Communications

Audience Strategy Purpose Dates Responsible

Opportunity Culture School Design Teams

e-Newsletters Share updates, deadlines, and best practices for training and implementation

Quarterly, and occasionally more frequently as needed based on activities and deadlines

Restart Program Office, with support from technical assistance partners

Principals District Principals Meeting presentation

Forum to share best practices for training and implementation, timely updates, successes, challenges

TBD annually by superintendent’s office; goal = monthly

Restart Program Office


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Principals Leadership Action Update

Deadlines and timely updates for participation, reporting, etc.

Weekly format (will use regularly)


Board of Education, GCS employees, community stakeholders

Board presentation at regular monthly meeting

Report on criteria and selection of advanced teaching roles, eligibility requirements, evaluation, school and student progress

One time per year as determined by superintendent


GCS employees, community

Website article, media release; frequently asked questions (FAQ); social media links to stories posted on website and published by local media

Share information about the local compensation model and how it is impacting student success

July 2020 and annual update thereafter; social media as coverage occurs

Human Relations Office, District Relations Office, with support from Restart Program Office

Community Social media WOW facts, successes in OC schools

2 posts per month on at least one of the following, Facebook, Instagram, Twitter

District Relations Office, with support from OC schools (sharing news, photos)

Parents, Community, GCS employees

GCTV video news article

Profile school(s), teacher(s) engaged in Opportunity Culture teacher leader roles

Goal: 1-2 short news videos during a school year

District Relations


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Teachers, staff My GCS district news, district Twitter feed

Classroom stories, teacher profiles, how to participate in leadership academy, and Opportunity Culture

4-6 My GCS submissions per year; Tweets vary per week, depending on program activities

District Relations, with support from Restart Program, schools, technical assistance partners

Section 5: School-Level Communications


Opportunity Culture school staff

Staff meetings Report and selection of advanced teaching roles, eligibility requirements, evaluation, school and student progress

Monthly Opportunity Culture School Design Team


Staff interview Assess school communication effectiveness, knowledge of OC purpose, goals, and accountability

August - October

Public Impact


Staff survey Assess effectiveness of schools’ OC communications, satisfaction with program implementation, and perceived effectiveness

January, February

Public Impact

Families Regular face-to-face and email updates

How to design learning at home and encourage home life conducive to success

Weekly-biweekly

Multi-classroom leaders (MCLs), and expanded impact teachers (EITs)


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Opportunity Culture school families

Family Information Night

Report and selection of advanced teaching roles, eligibility requirements, evaluation, school and student progress

Once a year at each school

Opportunity Culture School Design Team and Guilford Parent Academy (district program that works with families)

Section 6: Process for Voluntary Relinquishment of an Advanced Teaching Role

Should a multi-classroom leader or expanded impact teacher relinquish his or her role

and associated duties, the removal of that title will not be considered a demotion under Part 3 of

Article 22 of Chapter 115C of the General Statutes. If they are resigning, multi-classroom leaders

(MCLs) and expanded impact teachers (EITs) must provide a 30-day notice. GCS does not have

a policy that requires MCLs or EITs to notify the district of their intent to relinquish a role if they

are choosing to step down to resume a classroom teaching position.

The transfer period each year, generally in March/April, is the time normally when an

MCL or EIT would transfer from the advanced teaching role. If principals learn that they will not

have an MCL or EIT continue in a role, the district asks principals to notify these employees

prior to the transfer period to give them an opportunity to seek a transfer. Upon relinquishment

of the role, the teacher will no longer be paid the associated supplement and will be paid only the

salary applicable to that individual on the state teacher salary schedule and any other local

supplements that would otherwise apply to the classroom teacher's compensation.

Section 7: Salary Supplements

Guilford County Schools designed three levels of multi-classroom leader and expanded

impact teacher roles, each with designated salary supplements. Public Impact assisted the district


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with financial modeling to determine supplement amounts that are sustainable and competitive

with pay offered by surrounding districts. The supplements are paid only from existing funds.

Pay Ranges for Opportunity Culture Advanced Teaching Roles

Opportunity Culture Role Description Pay Supplements for Guilford County Schools

Multi-Classroom Leader III Leads 6-8 teachers $20,000

Multi-Classroom Leader I Leads 4-5 teachers $15,000

Multi-Classroom Leader I Leads 2-3 teachers $10,000

Expanded Impact Teacher III Teaches at least 66% more students than typical $10,000

Expanded Impact Teacher II Teaches at least 50% more students than typical $8,000

Expanded Impact Teacher I Teaches at least 33% more students than typical $6,000

Section 8: Implementation Plan

By the end of the grant period, all 36 designated low-performing schools in Guilford

County will be implementing advanced teaching roles. Guilford County Schools will select 6-7

schools a year to participate in each design cohort and make critical decisions and systems

changes to support new teacher roles.

Within each school, we anticipate 3-4 MCLs and EIT roles. This would create between

69-92 advanced teaching role positions during the program timeframe. Teachers from across the

district are eligible to apply. The implementation plan will generally follow the timeline below

each year.

The table below depicts Year 1.


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Implementation Plan, Year 1

Goal Key Activities Timeline Responsible

Identify potential candidates for first year of ATR Leadership Development Academy

Share potential opportunity (participation criteria, selection process) at Opportunity Culture interest meeting

March 2020

(Please note: Prior to start of grant year, but a key activity to anticipate grant implementation)


Identify potential candidates for new two-year New Leaders Instructional Leadership series

Share with existing MCLs during spring visits and communications with schools and with principals

March-June 2020

(Please note: Prior to start of grant year, and not part of grant budget, but a key element of district’s sustainability model)

Restart Office

Formalize grant partnerships

Updated MOUs for Public Impact and DRIVE, choose Leadership Academy Partner and complete MOU

May-June 2020 (after anticipated April 15 grant notification)


Job responsibilities for OC Coordinators developed

Work with HR Office to develop and post positions

May-June 2020 (after anticipated April 15 grant notification)

Restart Program, Human Resources offices

OC Coordinators hired GCS hiring process for new employees

July 2020 Restart Program, HR offices

Orient principals to “Scaling and Accelerating Opportunity Culture in GCS” project

Kick-off workshop to explain the project, resources, evaluation, etc.; request interest forms from potential cohort 1 schools

July 2020 Restart Program Office, DRIVE, Public Impact, Leadership Academy partner TBD


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Develop Cohort 1 of eligible schools

District will review interest forms and data including school achievement data, teacher effectiveness data, school leader effectiveness data to choose 6-7 schools; notify all eligible schools of decisions

Summer-Fall 2020 Academic Services Office, Restart Program Office, Federal and Special Programs Office

Assess readiness of Cohort 1 schools for Opportunity Culture (OC) participation OR need for school culture foundational support

DRIVE administers Comprehensive Culture Audit survey of Cohort 1 schools

Summer-Fall 2020 DRIVE, Restart Office

Notify Cohort 1 Schools which track they will participate in for Year 1 – OC Design, or DRIVE School Culture Development

Invite each subgroup to respective kickoff meetings to share participation criteria, develop implementation calendar for Year 1

Fall 2020 Restart Program Office, Public Impact, DRIVE

Opportunity Culture design in Cohort 1 participating schools

Fall school site visits; school design sessions create ambitious staffing plan, supported by school leadership, teachers and parent representatives

August 2020-May 2021

Restart Office, Public Impact

Form Year 1 ATR Leadership Development Academy cohort

Review interest applications, collect any further data needed; notify participants of selection

August 2020 Restart Office, Professional Development Office, Technical Assistance Partner TBD


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Year 1 ATR Leadership Development Academy cohort training

Technical Assistance Partner will hold kickoff meeting, share calendar of training days, to be held during summer, teacher workdays, and Saturdays over the course of school year; Restart team begins training toward certification

September 2020-April 2021; likely 6-8 full days

Restart Office, Professional Development Office, Technical Assistance Partner TBD

Cohort 1 New Leaders Instructional Leadership series

Current OC staff will participate in a 2-year cohort to focus on how to improve standards-based instructional alignment, continuous school improvement, and capacity building

September 2020-May 2022

New Leaders, Restart Office

Individual Climate Audit Reports developed for schools needing foundational support

School walkthroughs, focus groups, developed in two days at each school identified in Cohort 1

Fall 2020 DRIVE, Restart Office

Climate Work Plan, developed by Leadership Teams at schools needing foundational support

Interactive work session at each school using data, climate audit report to plan for culture improvements correlated to ATR readiness

November 2020 DRIVE, Restart Office


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Schools Needing Foundational Support implement climate improvements

DRIVE will guide the schools utilizing the data and reports to plan strategic school culture improvements correlated to advanced teacher role readiness

December 2020, ongoing based on SLT developed timelines

School Leadership Teams, Restart Office

ATR Leadership Development Academy Cohort 2 potential candidates identified

See above

OC Summer Institute for Cohort 1 schools

Summer 2021 Restart Office

Develop Cohort 2 of eligible schools – Cohort 1 schools identified for DRIVE foundational support may reapply now

See above

Cohort 1 OC schools implement multi-classroom leadership (MCLs) and expanded impact teacher (EIT) roles

August 2021 OC School Design Teams, Public Impact, Restart Offices

Year 2 and Year 3 activities mirror work described for Year 1, apart from coordinator hiring.

*Activities repeated annually, accept staff hiring

Section 9: Financial Sustainability

Sustainability is one of the five Opportunity Culture Principles and sets these advanced

roles apart from many other teacher leadership and compensation reform initiatives. In an

Opportunity Culture, district and school design teams must identify current funds that can be


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reallocated to advanced role teacher pay. In Guilford County Schools, current funds are used for

this purpose. Options for fund reallocation include:

• Trade-in a vacant teaching position to fund salary supplements. Schools may choose

to trade-in vacant positions to fund advanced teaching roles, making the positions

sustainable.

• Reduce the number of supplemental non-classroom specialist positions. Leaving all

special education, English language learner, and family support positions untouched,

schools may save funds by returning academic specialists to classrooms, in higher-paid

multi-classroom leader or expanded impact teacher roles.

• Reallocate other spending. Schools have the option to use other funding sources, such

as Restart funding, to enhance the pay of multi-classroom leaders, whose responsibilities

include developing teams of teachers.

This is difficult work but creates advanced roles that last. Advanced roles with staying

power allow current teachers to aspire to the roles and change the way prospective teachers

perceive the profession.

At the end of the grant, Guilford County Schools will have built internal capacity by

adding coordinator positions and completing coaching certification to support schools and

teacher leaders in advanced roles positions. The Director of Restart Programs and two

Opportunity Culture Coordinators will continue to provide support visits to implementing

schools, deliver professional development for current and prospective teacher leaders, recruit

teachers for the advanced roles selection process, and lead new schools through OC design

sessions. Current Opportunity Culture teacher leaders who complete the New Leaders two-year


24

Instructional Leadership series will also have deeper capacity to lead change among teams of

teachers across these schools.

Section 10: Measurable Objectives

The main objectives of Opportunity Culture are to improve instruction within schools and

dramatically improve student academic growth in core subjects. During the 2020-21 school year,

Guilford County Schools will continue to implement Opportunity Culture in our highest needs

schools, in cohorts of 6-7 schools per year. Outcomes currently measured include the impact on

human resource functions, such as size and characteristics of the candidate pool and the district’s

ability to fill open positions. Data indicate that Guilford County Schools attract desirable

candidates and compete for talent with surrounding districts.

Opportunity Culture Outcomes to be Measured: 2020-21

Factors Description Target Outcome

Size of applicant pool

Number of qualified applicants for each Opportunity Culture teacher leadership position

5-10

Strength of candidate pool

Characteristics of candidates for the Opportunity Culture teacher leader positions

Qualitatively stronger

Total number of unfilled positions

Number of vacant positions that remain at the end of the district’s hiring effort for the 2021-22 school year

Reduced from previous years

For this three-year grant period, Guilford County Schools will continue to report human

resource outcomes as noted above, plus additional measures related to teacher perceptions and

student learning, below.


25

Outcomes to be Measured: Implementation of Opportunity Culture 2021-23

Factors Description Outcomes

Size of applicant pool

Number of applicants for each new teacher leadership position

5-10

Strength of candidate pool

Characteristics of candidates for the new teacher leader positions

Qualitatively stronger

Total number of unfilled positions

Number of vacant positions that remain at the end of the district’s hiring effort for the 2021-22 school year

Reduced from years preceding Opportunity Culture role availability

% of Leadership Academy graduates placed in OC roles

The number of Leadership Academy participants who graduate prepared to step into OC roles

80% of Leadership Academy graduates will be placed in OC roles the following school year

% of students reached by excellent teachers

Percent of students who have an excellent teacher at the helm of their instruction

50% of Title I Opportunity Culture Schools reach at least 80% of students in four core subjects with OC roles

% of schools completing foundational climate work before joining OC

Schools showing progress in working to cultivate an empowering schools culture that maximizes learning opportunities for students and staff, such as readiness for advanced teaching roles

100% of schools completing DRIVE climate support program will become OC schools during the grant project period

% of schools implementing Opportunity Culture

Percent of schools using Opportunity Culture models to extend reach of excellent teachers to more students

100% of Guilford County’s lowest-performing schools are in design phase or implementing Opportunity Culture

% of teachers who feel supported to improve

Percent of teachers and staff at the school who respond positively to survey questions about the new school models (survey includes teachers in the new advanced roles and other teachers and staff in the school)

On average, 83% of all teachers involved in Opportunity Culture teams and 97% of multi-classroom leaders feel supported to improve their teaching practice


26

Interim measures of academic progress

Data from interim assessments will be analyzed during the school year to gauge academic progress of students, with growth targets set at beginning of each school year

We will set targets for student achievement growth after determining baseline data for the year

% of schools low growth, meeting growth, and exceeding growth

When NCDPI releases summative assessment data from the 2021-22 school year (approximately Sept. 2022), we will review reading and math growth data to analyze impact on student learning; we will conduct this analysis again when 2022-23 school year data are available

Rates of low growth that are below the state average; Rates of high growth that exceed the state average

Section 11: Engagement

Our project, “Scaling and Accelerating Opportunity Culture in GCS,” will engage

parents, citizens, and businesses on several levels. DRIVE will engage parents, families, and the

community through its focus groups and school climate survey tool.

The Restart Program Office and District Relations will work with school leaders to

develop their skill at sharing talking points with visitors to their schools to help them understand

the transformative work taking place through the Opportunity Culture model. Using the district’s

Leadership Action Update (LAU), we will share this information in scripts and other easily

digestible, helpful tools.

We will encourage schools to take time to bring their local community stakeholders in to

share information in town halls or family nights that might be an appropriate fit for their school

culture. Guilford Parent Academy will also work with the schools to communicate with parents

and families. We seek to invite questions and feedback from our stakeholders so they understand

our work and feel part of the process.


27

Section 12: Data to Support Needs Statement

Guilford County Schools (GCS) is an expansive 649-quare-mile district in North

Carolina’s Piedmont Triad. The district comprises rural, urban, and suburban areas and schools.

GCS is the third largest school district in North Carolina and serves 73,259 students. Our

district’s demographics are very diverse: black, 39.99%; white, 30.29%; Hispanic, 16.91%;

Asian, 6.63%; multi-racial, 5.70%; American Indian and Pacific Islander, each <1%. The student

population speaks 124 world languages/dialects and represents 142 cultural and ethnic groups.

The county, a former home to significant textile, tobacco, and manufacturing industries,

ranks 66th in level of economic distress among the state’s 100 counties (NC Dept. of Commerce

County Distress Rankings, 2020). New industries are moving into the county, with promising

potential. Many adults, however, lack the skills to secure these jobs and are falling behind. Some

14.5% of the population is living in poverty (Census data). In our school district overall, more

than 65.72% of our students qualify for free or reduced-price meals, a common indicator of

poverty (Title I data). More than 3,000 students are experiencing homelessness. These

demographics are concentrated disproportionately in our 36 lowest-performing schools, which

serve approximately 18,869 students, or 25.81% of the total student population, 82.30% of which

are students of color and 77.51% receive free or reduced-price meals.

Section 13: Communication to Other Districts

Restart Office Director Dr. Sean McWherter has presented with BEST NC and stays in

contact with the cohort of ATR schools and districts that continue to collaborate together

quarterly. In addition, the district is choosing to partner on this project with vendors including

DRIVE and Public Impact, which are extensively involved in ATR projects across the state. This


28

further aligns our work with other districts and with the state’s work to scale this innovation

statewide.

The district works with Public Impact to gather and analyze data to add to the

Opportunity Culture Dashboard. This resource makes publicly available basic details across

Opportunity Culture sites, such as the size of pay supplements, number of teachers in advanced

roles and led by multi-classroom leaders, academic growth data, and survey data from teachers

and staff in Opportunity Culture schools. The Dashboard is a good resource for districts that are

considering Opportunity Culture design, helping them reach out to current sites that share similar

characteristics in terms of size, state policy context, and other factors.

Guilford County Schools is in year two of implementation and prepared to host site visits

from district and school leaders who are interested in seeing multi-classroom leaders in action

and exploring how Opportunity Culture advanced roles could improve outcomes in their own

context. We will also disseminate information to other districts using the strategies outlined in

the table below.

Communications Strategies to Other Districts

To Other Districts (Question 13)


Other districts in NC

Engage in Advanced Teacher Role meetings conducted by BestNC

Share basic OC information: supplements, # teachers, academic growth data

Quarterly, minimum



29


Make schools available for other district and school leaders to tour and ask questions


As needed/ requested

Restart Program Office and participating schools


Engage in meetings regarding school reform (Restart school reform models)


As needed/ requested by NCDPI

Restart Program Office and participating principals


Presentations at state and regional conferences and meetings

Case studies of how schools have become more successful as OC sites

Annual, as invited by NCDPI

Restart Program Office and participating schools

Section 14: Evaluation

The Restart Program Director will lead the implementation of Scaling and Accelerating

Opportunity Culture in Guilford County Schools. The Restart Office will facilitate relationships

with technical assistance partners and share ongoing communications among partners to ensure

they are working effectively toward identified goals. He and his team will work with DRIVE,

Public Impact, and the TBD academy technical assistance partner to monitor the objectives

detailed in Section 7, above. Progress will be monitored on an ongoing basis during the year, to

identify areas of the implementation that need to be strengthened to achieve outcomes. Public

Impact will conduct site visits with Restart team members at OC schools to evaluate the efficacy

of OC design for each site. The Restart Office will work with DRIVE to ensure school climate

work sessions and resulting improvement plans align with advanced teaching roles readiness.

The Restart Director will share progress in regular updates to the Chief Academic Officer. In


30

June, the team will review the project’s accomplishments and challenges for the year and

recommend any changes for the coming year. The Office of Accountability will monitor and

communicate student and teacher data. The Restart Office will compile project information into

an annual progress update for the superintendent and Board of Education.

Conclusion

An investment in “Scaling and Accelerating Opportunity Culture in Guilford County

Schools” will 1) scale and support Opportunity Culture in the district’s highest needs schools; 2)

assess readiness of school climates before schools onboard and offer additional foundational

support to those that need further preparation for OC; and 3) develop a leadership academy to

grow our own teacher leaders for future advanced roles and certify GCS district staff to become

trainers, creating long-term model sustainability. Nearly 19,000 students will gain more equitable

access to excellent teachers with the power to transform their lives and outcomes. We appreciate

your interest in and consideration of our proposal.


1 / Attachment A

Attachment A: Budget

Scaling and Accelerating Opportunity Culture in Guilford County Schools Grant Project Budget

Grant Budget Categories Year 1: 2020-21 Year 2: 2021-22 Year 3: 2022-23 Total 3-Year Request Personnel $ 150,400.00 $ 157,920.00 $ 165,816.00 $ 474,136.00 Fringe Benefits $ 53,756.00 $ 57,352.00 $ 61,272.00 $ 172,380.00 Teacher stipends $ 27,520.00 $ 30,272.00 $ 33,299.00 $ 91,091.00 Equipment $ 5,700.00 $ 1,200.00 $ 1,200.00 $ 8,100.00 Materials $ 880.00 $ 880.00 $ 880.00 $ 2,640.00 Total Direct Costs $ 238,256.00 $ 247,624.00 $ 262,467.00 $ 748,347.00 Indirect Costs (2.718%) $ 6,470.00 $ 6,725.00 $ 7,128.00 $ 20,323.00 Contracted Services $ 241,680.00 $ 215,800.00 $ 171,800.00 $ 629,280.00 Annual Grant Project Cost (cols 8-10) $ 486,406.00 $ 470,149.00 $ 441,395.00 $ 1,397,950.00

Budget Narrative

1) Personnel. The budget includes personnel expenses for each year that represent two full-time, 12-month positions. Salaries

provided are from the GCS Human Resource Office:

Two Opportunity Culture Coordinators (100% of time charged to grant). The coordinators will be hired through the grant

and sustained by district funds after the grant term ends. These positions will be engaged in site visits and professional development

activities as the number of OC schools continues to expand. These positions will also attend the ATR Leadership Development

Academy and become certified coaches, allowing the district to bring training in house and sustain the program after the grant term


2 / Attachment A

ends and Public Impact’s role decreases. Budget request: $75,200 each per year, with a 5% annual salary increase calculated,

contingent upon approved raises.

2) Fringe Benefits. Fringe benefits for the two Opportunity Culture Coordinators (100% of time) are calculated for each year

based on GCS standard guidelines (FY 2019-20) of FICA, 7.65%; Retirement, 19.7%; and health and life insurance, $6,310. Because

retirement and insurance rates change each year, we have multiplied these rates by 1.1 for retirement in Years 2 and 3, and by 1.05 for

health and life insurance in Years 2 and 3, to anticipate these increasing costs. Budget request: $53,756.00, Year 1; $57,352.00, Year

2; $61,272.00, Year 3.

3) Teacher Stipends. Teacher stipends for participants in the ATR Leadership Development Academy are included. These

participants are teachers who have indicated interest in assuming an advanced teaching role as a multi-classroom leader (MCL) or

expanded impact teacher (EIT) in an Opportunity Culture school. After training, they will be eligible to apply for an OC advanced

teaching role position. The academy will meet on non-instructional days (e.g. summer, workdays, and Saturdays) for an estimated 8

days of training over the course of a school year. Figure estimates 20 participants per academy each year over three years. These

stipends are calculated at the GCS standard rate of $135 per person. Benefits of 27.35% for FICA and retirement are added, bringing

the stipend total per person to $172. Because retirement changes each year, this figure is multiplied by 1.1 for Years 2 and 3. Budget

request: $27,520.00, Year 1; $30.272.00, Year 2; and $33,299.00, Year 3.


3 / Attachment A

4) Equipment. The budget includes equipment to support the workloads of the two Opportunity Culture Coordinators. Two

laptop computers estimated at no more than $1,500 each and two cell phones of no more than $750 apiece are included. Also included

are cell phone contracts at an estimated $1,200 per person per year ($50 per person per month) for the grant period. For these positions

to work optimally, they will require the ability to work remotely and onsite at Opportunity Culture schools. These positions will lead

professional development, collect and analyze data, record coaching sessions, communicate with principals, multi-classroom leaders

(MCLs), and expanded impact teachers (EITs). Budget request: $5,700, Year 1; $1,200.00, Year 2; $1,200, Year 3.

5) Materials. The budget includes funds to purchase anticipated required materials for the ATR Leadership Development

Academy. These materials will be used by participants to develop skill in coaching and classroom leadership, as preparation for

advanced teaching roles in Opportunity Culture schools. Estimated number of participants each year is 20, and per person material

expense is estimated at $44. Budget request: $880.00, Year 1; $880.00, Year 2; $880.00, Year 3.

6) Contracted Services. We will accomplish the goals of this project working with several technical assistance partners:

Public Impact: Public Impact assists with recruitment, selection, and summer training for newly hired Opportunity Culture

teachers. Public Impact supports implementing schools by providing school visits and data collection to identify successes and

challenges. Public Impact also provides coaching support and role-specific professional development to help Opportunity Culture

educators strengthen their impact. To increase the level of support for teacher leaders, Public Impact also provides one-on-one

coaching to some multi-classroom leaders. Public Impact has worked with GCS since 2016-17, and the objective of this grant is to


4 / Attachment A

build internal capacity to sustain Opportunity Culture as Public Impact scales back work. This is reflected in the decreasing

expenditure over the grant term. Budget request: $167,380.00, Year 1; $141,500.00, Year 2; $97,500.00, Year 3.

DRIVE Educational System. DRIVE has developed with the Alliance for the Study of School Climate (California State

University-Los Angeles) a Comprehensive Climate Audit and School Climate Assessment Inventory (SCAI), a survey accredited by

the US Department of Education because of its high correlation to student achievement of other key outcomes, such as discipline data

and teacher retention. During the grant period, DRIVE will administer this survey to staff, students, families, and community

stakeholders at the low-performing schools identified for the Opportunity Culture intervention. The goal will be to assess each

school’s readiness to begin OC and its cultural capacity to maintain it. DRIVE coaches will work with schools identified as needing

foundational support work before implementing OC. DRIVE will conduct walkthroughs and focus group sessions with stakeholders

and facilitate work sessions with school leadership teams to focus on using data collected to plan strategic school culture

improvements correlated to advanced teaching roles readiness. Survey administration calculated at $25,000 per cohort each year.

Foundational climate work estimated at $5,000 per school, with four schools participating. Budget request: $45,000, Year 1; $45,000,

Year 2; $45,000, Year 3.

Leadership Academy partner (TBD). Guilford County Schools will grow our own teacher leaders by establishing the

Advanced Teaching Roles Leadership Development Academy to prepare teachers for future Opportunity Culture roles. The program

will include professional development sessions to prepare teacher leaders to lead teams of teachers in the district’s Title I schools.

Teachers who successfully complete the program will be eligible to apply and interview for an Opportunity Culture role. GCS will


5 / Attachment A

select a technical assistance partner that also offers training and certification for key district staff. This is a primary strategy for

sustainability of the Opportunity Culture advanced teaching roles and compensation model as Public Impact transitions to a lighter

technical assistance role. Estimated 20 participants per year for up to 8 training sessions. Budget request: $29,300.00, Year 1;

$29,300.00, Year 2; $29,300.00, Year 3.

7) Indirect Costs. This budget expense is calculated on all direct cost categories except contracted services and is based on the

standard GCS rate of 2.718%. Budget request: $6,470.00, Year 1; $6,725.00, Year 2; $7,128.00, Year 3.

Total annual grant project cost estimated as follows: $486,406.00, Year 1; $470,149.00, Year 2; $441,395.00, Year 3. Total

budget request: $1,397,950.00


1 / Support Materials

References for Narrative Citations

Backes, B. & Hansen, M. (2018). Reaching further and learning more? Evaluating Public

Impact's Opportunity Culture initiative. American Institutes for Research, CALDER Working Paper 181. Retrieved from https://caldercenter.org/sites/default/files/WP%20181_0.pdf.

Blitz, L.V., Anderson, E. M., & Saastamoinen, M. (2016). Assessing perceptions of culture and trauma in an elementary school: Informing a model for culturally responsive trauma-informed schools. The Urban Review, 48(4), 520-542.

Chetty, R., Friedman, J.N., and Rockoff, J.E. (2011). The long-term impacts of teachers: teacher value-added and student outcomes in adulthood. National Bureau of Economic Research Working Paper 1769.

Doran, Molly (2019). How Can Reflective Teachers Support Marginalized Grieving Children? School of Education Student Capstone Projects. 278. https://digitalcommons.hamline.edu/hse_cp/278

Hanushek, E.A. & Rivkin, S.G. (2010, May). Generalizations about using value-added measures of teacher quality. American Economic Review: Papers & Proceedings 100, 267–271.

Goldhaber, D., Theobald, R., and Fumia, D. (2018). Teacher quality gaps and student outcomes: assessing the association between teacher assignments and student math test scores and high school course taking. American Institutes for Research, CALDER Working Paper No. 185.

Gordon, R., Kane, T.J. & Staiger, D.O. (2006). Identifying effective teachers using performance on the job. Washington, D.C.: Brookings Institution.

Sebastian, J., & Allensworth, E. (2012). The influence of principal leadership on classroom instruction and student learning: A study of mediated pathways to learning. Educational administration quarterly, 48(4), 626-663.

Shindler, J., Jones, A., Williams, A. D., Taylor, C., & Cardenas, H. (2016). The School Climate-Student Achievement Connection: If We Want Achievement Gains, We Need to Begin by Improving the Climate. Journal of School Administration Research and Development, 1(1), 9-16.

https://caldercenter.org/sites/default/files/WP%20181_0.pdf

https://digitalcommons.hamline.edu/hse_cp/278



ATR Grant Project Participating Schools School Levels SPG Growth* ADM** FRL% Edwin A Alderman Elementary Elementary D Not Met 408 70.56 Allen Jay Elementary Elementary D Met 470 82.76 Southern Guilford Middle Middle D Met 755 69.91 Allen Middle Middle D Not Met 779 67.4 Swann Middle School Middle D Not Met 622 59.81 Brightwood Elementary Elementary D Met 535 68.07 Western Guilford Middle Middle D Not Met 794 67.34 Kirkman Park Elementary Elementary D Met 313 78.05 Eastern Guilford Middle Middle D Not Met 1056 68.69 Ronald E. McNair Elementary Elementary D Not Met 551 72.32 Montlieu Academy of Technology Elementary F Not Met 526 70.89 Murphey Traditional Academy Elementary D Met 258 72.52 Northwood Elementary Elementary D Met 507 68.11 Oak View Elementary Elementary D Not Met 484 74.4 Parkview Village Elementary Elementary D Met 303 85.34 Clara J Peck Elementary Elementary D Met 289 78.64 Peeler Open Elementary Elementary D Met 92 73.63 Reedy Fork Elementary Elementary D Not Met 469 64.04 Rankin Elementary Elementary D Met 771 83.4 Sedgefield Elementary Elementary D Not Met 526 80.61 George C Simkins Jr Elementary Elementary D Not Met 676 71.77 Ben L. Smith High School High D Met 1244 71.52 Sumner Elementary Elementary D Not Met 593 75.04 Wiley Accel/Enrichment Elementary F Not Met 327 91.4 *Growth data is from 2017-18 and 2018-19 **ADM based on 20th Day Enrollment



Opportunity Culture Screening and Selection: Multi-Classroom Leader and Expanded Impact Teacher Weighted Selection Criteria with Rationale

Part One: Screening and Selection Process

Tier 1: Application Screening

Human Resources (HR) will screen candidate applications and data submissions to determine if the candidates meet the minimum requirements established for the role(s) to which the candidate is applying. HR will use the GCS Opportunity Culture Screening Rubric (please see table following this process description) to rate each candidate on their years of experience, licensure, letter of interest, resume, and data submission. Candidates may review expectations for their resume, letter of interest, and data submission on the GCS Opportunity Culture website and on the GCS application. Once candidates are rated on the areas identified above, the rating will be entered into a form associated with each candidate’s application.

Resume Submission Guidelines

Candidates should ensure their resume demonstrates any of the following applicable experiences by citing specific evidence of duties and responsibilities related to:

• Effective teaching • Effective leadership • Effective teamwork • Effective support of teacher, students, instruction, or school

Letter of Interest Submission Guidelines

Please provide a succinctly written letter of interest indicating why you desire to work in an Opportunity Culture school and why you believe you are a good fit for the role to which you have applied. Also, include an explanation of how your work and/ or experiences have directly led to student growth and how you believe you could apply these strategies to reach more students in the role that you are applying for.



Data Submission Guidelines

Please submit a copy of your data that demonstrates your effectiveness in improving student academic achievement/proficiency, growth or other area related to improving educational outcomes for students. Include with your submission a brief description of each data set you are submitting.

Data submissions can include, but are not limited to, any of the following applicable data sources

• EVAAS data that demonstrates teacher effectiveness or coaching impact • mClass data (DIBELS/ TRC) • Common assessment data • Benchmark data • Proficiency data

If candidates do not have any of the data sources listed above they may submit other data sources that they feel demonstrates their impact on teaching and/or learning.

Tier 2: Behavioral Event Interviews

Selected candidates will be placed in a pool to participate in the Behavioral Event Interviews (BEI). BEIs will be conducted by two to three district personnel. Upon completion of the BEI interview, applicants’ ratings, school, grade level, and content preferences will be added to their Applitrack form. Principals will have access to the BEI ratings along with the ratings from the Tier 1 screening.

Tier 3: School Interviews

Principals will use Applitrack and the candidate database to review the application, screening ratings, and school, grade level, and content preferences for each candidate. School administration will decide which applicants that they would like to interview and the interview format that they would like to use. Prior to making an offer to a prospective employee the principal must receive approval from their school support officer. All candidates interviewed at the school level for MCL and EIT positions must have gone through the initial screening.

Recommendation for hire process

Upon receipt of a recommendation for hire from a principal, Human Resources will acknowledge receipt of the recommendation within 24 hours. Principals may notify applicant of the recommendation and inform applicant to expect communication from Human



Resources within 48 hours. If necessary, a background check will be completed (external applicants). Once the background check is initiated, the applicant will be notified that the process to consider her/him for employment has begun.

Hiring Process Confirmation

Once background check is cleared, eligibility requirements are confirmed, Human Resources will notify the principal and applicant of the approval/denial.

Orientation Scheduling Process

Once the applicant is cleared for hiring, Human Resources will schedule a time for the employee to attend new employee orientation, if applicable, secure an identification badge and finalize all of the pre-hire processes. Upon completion of pre-hire processes, the principal will be notified by HR that the candidate has successfully fulfilled all of the pre-hire requirements and may begin reaching out to candidates.

Part Two: Screening Rubric

2: Exceeds 1: Meets 0: Does not meet/ not demonstrated

Yea

rs o

f E

xper

ienc

e 5%

of S

core

Multi-Classroom Leaders and Expanded Impact Teachers: Completed five or more years of teaching

Multi-Classroom Leaders and Expanded Impact Teachers: Completed two to four years of teaching

Multi-Classroom Leaders and Expanded Impact Teachers: Completed one year of teaching

Lic

ensu

re

5% o

f Sco

re

Multi-Classroom Leaders and Expanded Impact Teachers: Applied for or holds a valid NC Educator’s License in core content or K-6 AND National Board Certification or another specialized licensure

Multi-Classroom Leaders and Expanded Impact Teachers: Applied for or holds a valid NC Educator’s License in core content or K-6

Multi-Classroom Leaders and Expanded Impact Teachers: Applicant does not have licensure



2: Exceeds 1: Meets 0: Does not meet/ not demonstrated

Let

ter

of In

tere

st

25%

of S

core

All Positions: Mention of Opportunity Culture or specific OC position, and an explanation of how the individual’s past work or volunteer positions relate to the position or working in an Opportunity Culture AND personal details about why the person feels excited by reaching more students, helping more students excel, and/or helping peers excel such that you can tell this person feels compelled by the opportunities to help students and peers that these jobs provide (Just mentioning desire for more pay does not score at this level)

All Positions: Mention of Opportunity Culture or specific OC position, and an explanation of how the individual’s past work or volunteer positions relate to the position

All Positions: No mention of Opportunity Culture or specific OC positions OR Letter of interest is poorly written with multiple errors

Res

ume

15%

of s

core

Multi-Classroom Leaders: Evidence of highly effective teaching, teamwork, and at least two examples of leadership achieving specific outcomes (set and achieved a goal working with and through other adults) Expanded Impact Teachers Evidence of ∗ highly effective teaching AND ∗ at least two examples of teamwork or

team leadership (worked with others to achieve a challenging goal)

Multi-Classroom Leaders: Describes evidence of highly effective teaching and one example of either teamwork or light leadership roles (leadership role without specific outcomes or accountability) Expanded Impact Teachers Describes evidence of ∗ highly effective teaching BUT ∗ little or no evidence of teamwork or

team leadership (did not work with others to achieve a shared goal)

Multi-Classroom Leaders: Describes evidence of ∗ effective but not excellent

teaching ∗ But no evidence of teamwork or

leadership Expanded Impact Teachers: Describes evidence of ∗ effective but not excellent

teaching ∗ But no evidence of teamwork or

leadership



2: Exceeds 1: Meets 0: Does not meet/ not

demonstrated D

ata

Subm

issi

on

50%

of S

core

Multi-Classroom Leaders and Expanded Impact Teachers *Data narrative and visual data display provide strong evidence of highly effective teaching in desired content area: -- Achieved 10-15 percentile points above the district OR state achievement data for one or more of the following subjects: Math: _____ Science: _____ ELA: _______ Social Studies: ______ *Multiple years of exceeds expected growth may override narrative requirement for EIT.

Multi-Classroom Leaders and Expanded Impact Teachers Data narrative and visual data display provide adequate evidence of highly effective teaching in desired content area: -- Achieved 5-10 percentile points above the district OR state achievement data for one or more of the following subjects: Math: _____ Science: _____ ELA: _______ Social Studies: ______

Multi-Classroom Leaders and Expanded Impact Teachers: Data evidence submission is incomplete (e.g., does not include narrative explanation, data source, baseline data to which applicant is comparing his/her students). OR Data narrative and visual display of data do not provide evidence of effective teaching (e.g., do not include required number of years of data for the role, do not meet expected growth or show negative growth, or demonstrate no increase in proficiency) OR -- Achieved 1-5 percentile points above the district OR state achievement data on any of the following subjects: Math: _____ Science: _____ ELA: _______ Social Studies: ______

scaling and accelerating opportunity culture in guilford

Documents